UCU Digital Institutional Repository(UCUDIR)
Welcome to the Uganda Christian University Digital Institutional Repositoy (UCUDIR). This is the University's official Institutional Repository. It aims to collect, preserve and showcase the intellectual output of staff and students of UCU. This growing collection of research includes peer-reviewed articles, book chapters, working papers, theses, and more.
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- Items in this community present a concise summary of information that can help readers understand, and likely make decisions about, government policies.
Recent Submissions
Role Conflict and Burnout among Administrators in Higher Institutions of Education in Uganda
(East African Nature and Science Organisation, 2023-10-16) Faith Mbabazi; Wilson Eduan; Mary Kagoire Ocheng
The purpose of this study was to find out the relationship between role conflict and burnout among administrators in higher education institutions in Uganda. There have been a number of studies on academicians in universities, but not much research has been done on administrators, especially in Uganda. The respondents included midlevel administrators such as deans, directors, heads of department, heads of sections, academic registrars, librarians, directors of services and human resource officers. This was a survey research design carried out on administrators in universities. The questionnaire, which was a combination of role conflict questions and Maslach burnout inventory, was administered to the administrators who had been randomly selected from universities. The findings indicated that role conflict was not a predictor of burnout dimensions of emotional exhaustion, cynicism and professional efficacy; however, coupled with demographics, the results changed, and there was a positive significant relationship, especially with age on emotional exhaustion. It was recommended that university top administrators should be interested in the mental state of their staff because, as earlier noted, emotional exhaustion was the most significant burnout dimension predicted by role conflicts
Head Teacher’s Support Role on the Quality of Inclusive Education in Secondary Schools in Iganga District
(Advances in Social Sciences and Management, 2023-12) Lastone Balyaino; Muweesi Charles; Mary Kagoire Ochieng; Isabirye Christopher; Faith Mbabazi Musinguzi
The study investigated the Head Teacher’s support Role in the Quality of Inclusive Education in Secondary Schools in the Iganga District. It examined the head teacher’s mandates in the realization of quality inclusive education in selected secondary schools. Explicitly, the study determined the influence of the head teacher's support role on the quality of inclusive education in secondary schools. This study adopted a cross-sectional survey design, drawing on quantitative and qualitative research approaches with a sample size of 83 respondents. Interview guides and questionnaires were used for data collection. SPSS software version 23 was used with a focus on descriptive statistics. The verbatim method was used for qualitative data. The study revealed that there was a moderate positive or constructive significant correlation between the head teacher's support role and achievement of quality inclusive education in selected secondary
Schools (r=.514** p < 0.05). The study established that putting in place continuous professional development workshops, welfare, giving support supervision and provision of teaching aids, while other factors or issues remain constant, is most likely to better the process of inclusive education quality in secondary school. Conclusively the study revealed that the Head teacher's planning, support and motivation cannot work in isolation in the attainment of quality inclusive education. Monetary and nonmonetary ways greatly influence the quality of inclusive education. Also, the study recommends head teachers make relevant plans and increase support and motivation to uplift secondary schools' quality of inclusive education.
Records Management Practices and School Management Decisions in Selected Secondary Schools in Kibuku District, Eastern Uganda
(East African Nature and Science Organisation, 2025-06-16) Kataike, Rita; Turyahabwe, Remigio; Owomugisha, Evelyn; Mbabazi, Faith
The study examined the effect of records management practices on school management decisions in selected secondary schools in Kibuku District, Eastern Uganda. The objectives of the study included: i) to establish the effect of records management practices on academic decisions, and ii) to examine the effect of records management practices on administrative decisions in selected secondary schools. A cross-sectional survey design was used to guide this study. The study involved 113 respondents. These were purposively and simply randomly selected. The questionnaires, interview guide and focus group discussion helped in collecting the data. Quantitative data was analyzed by use of frequencies and percentages as well as SPSS, whereas, qualitative data was analyzed using thematic content analysis. The study findings revealed that records management practices have a significant effect on academic decisions in selected secondary schools in the Kibuku District (r=.686**, p=0.001). The study also revealed that records management practices have a significant effect on administrative decisions in selected secondary schools in Kibuku district (r=.342**, p=0.001). The study concluded that records management practices in administrative and financial decisions had the highest significant positive relationship on the school management decisions in secondary schools. It was concluded that records
management practices play a key role in the management of academic institutions, so they should be handled seriously. The study recommended that records management practices should be improved through the introduction of computerized formats such as e-payment of fees, and digitized systems to check teachers’ lass attendance. In the same way, secondary schools should draft a records management policy to govern and regulate the management of students' academic records.
Experiences of Mid-Level Administrators in Ugandan Universities: A Study of Multiple Role Conflicts
(East African Nature and Science Organisation, 2025-06-20) Faith Mbabazi; Wilson Eduan; Mary Kagoire Ocheng; Stella Amero Eduan
This qualitative study explores the experiences of mid-level administrators in Ugandan public universities, focusing on role conflicts arising from their multiple responsibilities. Grounded in Role Conflict Theory, the research explores time-based, strain-based, and behaviour-based conflicts among 20 administrators at Makerere and Kyambogo Universities. The study was guided by the following research questions: What are the strain-based experiences of mid-level
administrators regarding their workload? How do time-based constraints affect their workplace responsibilities? What behavioural challenges arise when executing multiple roles? This qualitative study adopted a constructivist approach, focusing on participants' lived experiences (Creswell, 2014). It targeted mid-level administrators (e.g., deans, bursars, heads of sections, etc.) due to their multifaceted roles. Twenty participants were purposively selected for their expertise. Data were collected via semi-structured interviews, conducted face-to-face and online during the COVID-19 lockdown. Interviews were audio-recorded, with brief notes for follow-up. Pseudonyms ensured confidentiality. Thematic analysis categorized data into time-based, strain-based, and behavior-based themes, aligned with Role Conflict Theory. Findings reveal that extended work hours, heavy workloads, and challenges in switching roles lead to stress, burnout, and work-life imbalances. Gender, marital status, and age influence these experiences, with female and younger administrators reporting higher strain. The study recommends enhanced training and resource support to mitigate role conflicts. Implications for university administration and future research are discussed.
Head Teachers’ Team Leadership Practices’ Influence on Financial Performance in Church of Uganda Founded Secondary Schools in Namirembe Diocese
(East African Journal of Education Studies, 2024-10) Tumuhimbise, M. Jasper; Muweesi, Charles; Buluma, Alfred; Mbabazi, Faith; Ochenge, Kagoire Mary; Eryenyu, Charles; Kitayimbwa, M. John; Wanyana, Mercy
The influence of Head Teachers’ team leadership practices on financial performance is highly acknowledged. The paper aims to highlight the challenges of head teachers’ team practices and advance insights on how they can be overcome to enhance financial performance. The methodology employed was a mixed-methods approach. Quantitative data was gathered through questionnaires assessing perceptions of the above metrics. Qualitative data was collected through
documentary review of reports and interviews to explore the underlying mechanisms through which the variables above interrelate. The total number of respondents were 326 sampled from eight out of twenty-three schools. Quantitative analysis revealed that it has a coefficient of 0.52 and a value of 0.004 which indicates a strong correlation and statistically significant relationship between effective team leadership and financial health. This indicated that a team leader yielded better cash flow management, alignment with financial objectives, and overall sustainability. Qualitative insights supported the above crucial role that head teachers’ have in engaging teams of CFSs in shaping financial decision-making processes. The study concludes by emphasizing the need to foster team cohesion, positive financial culture and ensuring the long-term sustainability of CFSs. Recommendations include strengthening leadership development programs that are not available currently in Church of Uganda. Further, to enhance team dynamics and aligning leadership practices with organizational goals to optimize financial performance in these settings. Keywords: Leadership, Team, Finance Performance, Church Founded School.